Semester 2 Course Offerings 2024-2025

This is an introduction to the study of contemporary cultures and languages and to the methods of ethnographic fieldwork.

This is an introduction to the study of contemporary cultures and languages and to the methods of ethnographic fieldwork.

An introduction to the study of humans as a biocultural species. The focus of this course is on human evolution, human variation and genetics, nonhuman primates, and the work of physical anthropologists.

Ethnographic and ethnological study of the culture of Southeast Asia. Prerequisite: ANTH 1013.

This course is a study of the current knowledge and scientific debate regarding the origins and development of the human species. Fossil evidence and evolutionary theory from a historical and modern perspective are emphasized. Not open to first-year students.

This course is an intensive reading and seminar discussion on selected recent anthropological theories. Students will read and analyze original works from the second half of the 20th century to the present in an attempt to evaluate their explanatory value and their consequences in the development of anthropology as an academic discipline. Prerequisite: ANTH 1013 and one area ethnography course. Anthropology majors must take this course in their third year of study.

This is an advanced course in anthropological theory which focuses on an issue or set of issues that are of particular concern in anthropology today. The course will be oriented around intensive reading and discussion of theoretical materials drawn from anthropology and allied disciplines. Possible issues include the dialectic between structure and agency, the commensurability and translation of cultures, power and knowledge, and the writing of ethnographic texts,among others. Honours students may be required to fulfill separate course requirements from majors. Prerequisite: Prerequisites: ANTH 3806 and ANTH 3913. Anthropology majors must take this course in their final year of study. Register with permission by instructor.

This course examines the musical traditions of the Irish and Scottish diasporas in Atlantic Canada. The course materials consider the historical context of Irish and Scottish migration to Atlantic Canada in the 18th and 19th centuries, contact and cross-fertilization with other musics in the region, the development of locally-specific musical traditions (related to, but not the same as, Irish and Scottish musics), folk revivalism in the second half of the 20th century, and contemporary musical genres and practices. This course is intended for fourth-year students. Prerequisite: At least 15 credit hours in ANTH, or permission of the instructor.

The focus of this course is the analysis of specific cases in forensic anthropology, demonstrating how the various components of the law enforcement agencies become involved, and at what stage. The class will analyze the skeletal material associated with each case and do background research as a means of solving the case. The format of the course will be mainly in-class lab work accompanied by extensive research and off-campus visits. Limited enrollment. Prerequisite: ANTH 3443 and permission of the instructor.

In this course we study some of history's most influential writers. We read literature from a wide range of genres, periods, and national origins, including classical epics, medieval romances, Renaissance plays, and modern novels. Students develop their powers of literary analysis and interpretation, as well as their writing abilities. As a discussion-based class, we consider together how writers use imaginative literature to investigate and explore issues of perennial human concern, such as mortality, love, honour, truth, and beauty.

How do we know if something is true? How do we know that something is real? What is the best life for a human being? The study of philosophy is how thoughtful people have explored these questions for millennia. In this course, we examine some of the most influential philosophers in history. We study different philosophical approaches, schools of thought, literary modes of philosophy, and how they relate to one another. Through discussion-based classes students also develop their capacities for reasoning and argumentation orally and in writing.

In this course students study great works in the history of political thought to explore key questions at the centre of political life. What is justice? What gives a law its legitimacy? What kind of political system is best? We learn how political theorists have affected our political institutions, and how to analyze those institutions using the history of political thought. Through reading, writing, and class discussions, students develop an understanding of the fundamental concepts and essential problems with which politics is concerned.

This course examines mitosis, meiosis, and genetics. Surveys the structure, function, and evolution of the kingdoms of life. Discusses the basics of ecology, culminating in ecological interactions and the impact of humans on the planet.

This course provides an interdisciplinary introduction to social enterprise through historical and contemporary perspectives. It delves into the origins, principles, and practices of social enterprises. The course highlights the interconnectedness between social, economic, and environmental factors, and examines the impact of social enterprises on local communities and broader society. By critically examining case studies and engaging with relevant readings, students develop an understanding of the diverse strategies employed by social enterprises to address societal challenges and promote sustainable development.

This course explores a range of social enterprises and their approaches to tackling various contemporary social issues, such as inequality, healthcare, equitable trade, and environmental sustainability. Students explore the underlying nature of these problems, the specific hurdles faced by affected communities, the strategies employed by social enterprises to tackle these challenges, and the degree of success they have achieved. Students develop an understanding of the diverse array of social enterprise initiatives and the social concerns they aim to address.

The course introduces a range of business topics with an emphasis on business practices in the Canadian context. Topics include entrepreneurship, financial process, marketing, socially responsible business, management, human resources, and the role of business in the Canadian economy. In addition, broader issues, such as business ethics and relations between employees and employers will be discussed.

The course introduces techniques of personal financial planning, which will be of value for both personal and professional use. Topics include planning strategies, managing credit and debt, time value of money, personal income tax, risk management and insurance, investment basics, retirement planning, and the development personal financial plans.

The Social Enterprise Work-Study Placement offers students an opportunity to bridge classroom learning with real-world experience in the field of social enterprise. This hands-on experiential learning placement provides students with the chance to apply the knowledge gained in their studies to practical scenarios within existing social enterprises. Students collaborate with social enterprises that are addressing complex societal issues, thereby gaining insight into the operational challenges and opportunities that arise in mission-driven cases. Students participate in various aspects of social enterprise operations, such as strategy development, impact measurement, marketing, and financial planning.

Emphasis in this course is on the practice of leadership, development of leadership skills, and critical reflection on applied leadership. This course involves an applied leadership project in an organization of the student's choosing, during which they explore the roles, responsibilities and challenges involved in effective leadership. Class time includes group discussion of core concepts, reflections on the leadership project, and learning activities designed to develop leadership skills, including team-building strategies, conflict management, strategic planning, change management, and inclusive leadership. Students assess their own leadership skills and style and complete a leadership portfolio. This is an ideal course for students in leadership roles on campus or in the community or aspiring to develop their leadership capacity.

This course introduces students to the policy making process, how policies are researched, drafted, legislated, and communicated. The course will also explore how non-governmental organizations, citizens groups and corporations influence public policy.

This course introduces students to the policy making process, how policies are researched, drafted, legislated, and communicated. The course will also explore how non-governmental organizations, citizens groups and corporations influence public policy.

Communicating public policy requires clear and effective writing at every stage in the process. This is a foundational writing course that will help students learn to express themselves in clear, compelling language. Prerequisites: COPP 1013, COPP 1023.

This course will introduce students to the methods for gathering and analyzing data through interviews, surveys, focus groups, content analysis, and polls and how this information can be applied to public policy initiatives and planning an accompanying communications strategy. Prerequisite: COPP 2013.

This course will explore how public policies are reported in various forms of media and how communications planning can influence the success or failure of these initiatives. The course will examine communications planning and media relations strategies such as proactive and reactive methods of representing an organization in the media. Prerequisites: COPP 2013, COPP 2023, COPP 2033.

Social media within the communications environment is becoming the most important way organizations communicate with their publics. In this course we will consider social media platforms, theories of media communications, critical understandings of social media including ethics, as well as practical application of analytics and measurement of social media including search engine optimization, Google Analytics and social media management. This course provides a review of current and emerging digital media, with particular emphasis on social media and its impact on a variety of industry sectors such as marketing and advertising, government and public policy.

The capstone case study course will require students to survey scholarly literature on communications and public policy analysis (regarding policy development, design and implementation) and apply this research as they write two case studies that allows them to synthesize the issues encountered with their studies in Communications and Public Policy. Prerequisites: COPP 3013, COPP 3023, COPP 3033.

Students will complete two supervised professional unpaid internships in a professional communications agency, non-profit organization, or government office and will complete a detailed exit report. Where possible, students will have the opportunity to pursue internships that require them to work in French or in a bilingual office. Prerequisites: COPP 3013, COPP 3023, COPP 3033.

This course is designed to introduce the student to the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upperlevel courses.

This course is designed to introduce the student to the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upperlevel courses.

This course is designed to introduce the student to the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upperlevel courses.

This course provides an introduction to criminal law - what it is, how it came into being, and the various elements of offences and forms of defence within Canada's criminal law system. Possible topics include: sources of criminal law in Canada; duty to act; voluntariness; negligent homicide; causation; strict and absolute liability; attempts; and a variety of criminal defences, including mental disorder, mistake of fact, consent, provocation, and necessity. Prerequisites: CRIM 1013 and 1023.

This course will examine theories of juvenile delinquency in historical and contemporary perspectives. A review of Canadian legislation concerning young offenders will be done to illuminate the official response to juvenile delinquency in light of the theories noted above. Special attention will be given to the Young Offenders Act, juvenile justice in Canada, the disposition of young offenders, and the rights of young adults. Prerequisites: CRIM 1013 and 1023.

This course will provide a comprehensive review of the theories and history of corrections together with their implementation in Canada. Particular attention will be devoted to contemporary issues such as the trend from incarceration to community-based treatment, the diversion of young offenders, and electronic surveillance. Prerequisites: CRIM 1013 and 1023.

This course will explore, from an historical and contemporary perspective, social protest in Canada. Some of the topics that will be studied in this course include: Strikes and Riots; The Women's Liberation Movement; The Gay Liberation Movement; The Environmental Movement; the Counter-Culture Movement of the 1960s and 1970s and Student Protests; The Civil Rights Movement; Anti-War Demonstrations; and First Nations Protests. It will explain the reasons for and the nature of social protest and discuss how social protest groups have shaped the law, politics and popular culture in Canada. Prerequisites: CRIM 1013 and CRIM 1023.

This course will examine this specialized field of criminology which is related to the study of victims of crime and factors connected to the victim. A historical perspective on the study of victimology, theories related to the explanation of victimization, the modern evolution of victim rights, and the development of victim services will be examined. Specific victim groups, provincial and federal legislation related to victims, the United Nations Charter of Victims Rights will be addressed, as well as the delivery of services to victims involved in the criminal justice system. Prerequisites: CRIM 1013 and 1023.

This course will examine this specialized field of criminology which is related to the study of victims of crime and factors connected to the victim. A historical perspective on the study of victimology, theories related to the explanation of victimization, the modern evolution of victim rights, and the development of victim services will be examined. Specific victim groups, provincial and federal legislation related to victims, the United Nations Charter of Victims Rights will be addressed, as well as the delivery of services to victims involved in the criminal justice system. Prerequisites: CRIM 1013 and 1023.

This course will introduce students to 20th century criminological theories such as the Chicago School, strain theory, differential association theory, labelling theory, and critical criminology. The student's knowledge of classical, positive, and critical criminology will be applied to issues of social control and crime reduction. Prerequisites: CRIM 1013 and 1023.

This course seeks to deepen students' understanding of qualitative research methods, such as research ethics in qualitative research, qualitative research design, interviewing, focus group interviews, participant observation and qualitative content analysis. Prerequisites: CRIM 2103.

This course is designed to provide an overview and analysis of contemporary controversies and issues pertinent to the criminal justice system and Canadian crime policy. Specific emphasis will be given to an examination of the influence that changes in social policy and shifting public sentiments about crime control have on both the structure and operation of various components of the criminal justice system. Prerequisites: CRIM 1013 and 1023.

This course is an advanced look at the Canadian Charter of Rights and Freedoms. Particular attention will be devoted to the effects of the Charter on criminal law making and its enforcement with reference to specific examples such as abortion, obscenity, pornography, capital punishment, unreasonable search and seizure, and pre-trial and detention rights. Prerequisites: CRIM 1013 and 1023.

This course provides an overview of the organizational structure and functions of the court system in Canada. The theory and practice of bail, legal representation, prosecution, the trial, sentencing, and the appeal process will be covered. Prerequisites: CRIM 1013 and 1023.

This course builds upon the introduction to criminal law offered in CRIM 2123: Criminal Law, focusing on some of the more complex aspects of Canada's criminal legal system, including examinations of modes of participation in criminal offending as well as various available defences to criminal charges. Topics may include: aiding and abetting, conspiracy, self-defence, intoxication, entrapment, duress, mistake, and consent. There will also be some comparative analyses of international crimes such as genocide, war crimes, crimes against humanity, torture, and terrorism. Prerequisites: CRIM 2123.

The goal of this course is the completion of an Honours thesis proposal to be included as part of the Honours application. Topics to be covered include: writing a research question, research methodology and measurement, selecting and using an adequate theory, and writing and submitting a proposal. Completion of this course does not ensure admission into the Honours program. Students are expected to have completed (or be enrolled) in the prerequisite courses for the Honours program prior to taking the Pre-Honours Workshop. Entrance to the course is by permission of the instructor.

This course will explore three approaches to crime prevention - primary, secondary and tertiary, that reduce the likelihood of crime and/or fear of crime in society. Using both academic and policy documents to explore ways in which agents of the criminal justice system and the community embark on strategies to reduce crime, students will evaluate the effectiveness of such strategies as crime prevention through environmental design, crime mapping, target hardening, deterrence, crime prevention through social development and public education. Topics may include: identity theft, cyberbullying, bioviolence. Prerequisites: CRIM 1013 and 1023.

This course is a pantheonic study of how visuals are used in research, media, evidentiarism, teaching, and artistic representations of crime. Visual technologies study forensic evidence, examine photographs for identification and images for content, and are used to record criminal events. The course re/collects visual data for analysis using visual teaching technologies to create a critical reflection on lived experience. Prerequisites: CRIM 1013 and 1023.

This course provides a survey of issues related to terrorism and global conflict wherein students will be able to discuss social, political, economic and cultural roots of terrorism. In particular, this course will develop an appreciation of the complex motivations producing terrorism, as well as the unusual character and significant trade-offs that are induced by governments to minimize the impact of terrorism. Prerequisites: CRIM 1013 and 1023.

This course is designed to study harms against the environment writ large, and actions designed to protest and protect against those harms. Topics include environmental pollution in nature, home and workplace; relevant law and policy; corporate crimes against humanity; and, environmental protest and justice movements. Prerequisites: CRIM 1013 and CRIM 1023 or permission of the instructor.

This interdisciplinary course focuses on the implementation of articles of the UN Convention on the Rights of the Child, specifically provision rights (e.g., health care, education), protection rights (e.g., from abuse, neglect, exploitation), and participation rights (e.g., in families, schools) with a particular emphasis on the implementation of these articles in Canada. Prerequisites: CRIM 1013 and CRIM 1023

This course critically examines the philosophical, spiritual, and sociological bases of peacemaking criminology and restorative justice theory and practice. Also discussed will be particular restorative justice initiatives and other alternatives to the current retributive criminal justice model. Students who have already completed CRIM 4123 are not eligible to take CRIM 3953 for credit.

This course is designed to provide students with an advanced look at applied social science research methods and statistics in criminology and criminal justice using SPSS. The course aims to help students develop practical skills in the design and execution of criminal justice research and to strengthen essential statistical understanding and data analysis skills. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, CRIM 2113, or permission of the instructor.

This course will encourage students to critically evaluate social and legal positions and theories about hate crime, including research on victimization and offences. Possible topics include how hate crime is conceptualized, the organization and impact of hate movements, victim resistance, and social activism. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

This seminar course provides students the opportunity to use and hone concepts and skills introduced in 3273 through a focused, in depth examination of a specific aspect of crime in popular film. Topics vary from term to term and could include: the development of women in crime films or race in crime films; specific genres such as, the gangster film or cop film; directors, ie: Alfred Hitchcock or Martin Scorsese; the critical importance of film remakes; etc. Prerequisite: A minimum of 75 credit hours, which includes CRIM 3273, or permission of the instructor.

This course introduces students to producing and editing video and audio stories. It follows the Digital Creation course, shifting from creation to production. The course introduces students to the integration of social media in digital production. This is a required course for students planning to complete an Interdisciplinary Major in Digital Media and Creative Arts. Prerequisite DIGM 2013.

This course explores the use of still photography in digital media production, and how true stories can be told through digital images. It gives students a background in the aesthetics of photography, explores theories of the image, and explores the ethical issues surrounding the manipulation of digital images. The course requires students to produce and edit digital images using a mix of digital photographic equipment and editing software. No prerequisite.

This course explores the creative art of podcasting and narrative storytelling with sound. Students will listen to podcasts and develop the technological skills to create and distribute podcasts. The course requires students to produce and edit their own podcasts using a mix of digital equipment and editing software, as well as learning and utilizing recording studio techniques. No prerequisite.

This course examines the behaviour of consumers and producers in a market economy. Among the issues discussed will be environmental protection, wealth and poverty, and the extent of corporate power.

This course analyzes the Canadian economy and how it works. It includes a discussion of output, unemployment, growth, money, international trade, and finance.

A continuation of the study of macroeconomic theory. This course examines the causes of economic instability and considers appropriate economic policies to deal with inflation and unemployment. Prerequisite: Econ 2113. It is strongly recommended that Math 1013 & 1023 be taken prior to this course or concurrently.

The course will examine the political economy of the state in capitalist society, focusing on the theory and practice of individual, organizational, and class power. Prerequisite: Economics 2153 or permission of the instructor.

A continuation of Quantitative Methods I. The topics covered include: simple regression analysis, multiple regression analysis, residual analysis, time-series analysis, decision making under uncertainty. Prerequisite: 2123. This course may not be taken for credit by students who already have received credit for a comparable statistics course in another discipline at STU or from another university.

An examination of the economic problems facing underdeveloped countries using a Political Economy approach. Theories of dependence, colonization, unequal exchange, and their Marxist critiques will be examined as well as the limitations of traditional economic development theory.

This course examines the nature and role of money, prices, interest rates, and international financial flows. It also includes an examination of the structure and activities of financial institutions in Canada and other countries.

This course focuses on the nature of public sector choices and decision-making processes. Topics include government expenditure choices, cost-benefit analysis, tax policy issues, and federal-provincial relations.

Participants will explore a range of alternative pedagogies used to teach students in non-traditional schools including long established philosophies such as Waldorf, Montessori and current trends in addressing the learning needs of students who do not attend, have different interests/needs, or who have disengaged with traditional schooling. Topics may include International Baccalaureate, Charter, and Private schools, as well as other alternative educational settings with focus on the sociocultural dimensions of learning that underpin these contexts.

, teacher candidates examine concepts and contexts, along with best pedagogical practices for teaching Personal Wellness with middle school-aged students in public schools. The following curricular topics are investigated: Personal health and wellbeing; Human growth and development; Personal connections; and Career connected learning. Contemporary issues are discussed, along with the perspectives of current provincial curricula/ministerial documents, comparative public health research and policy, as well as educational research on wellbeing, engagement, and academic achievement. Re-imagined wellness education includes Health habits; Mis/use substances, food, and screentime; Boundaries; Mental fitness; Healthy sexuality, self-image, and sexual health; Healthy communication and emotional regulation; and Developing skills, competencies, and career pathways. Open to all teacher candidates.

This course presents theories of second language acquisition, current trends in the field of second-language teaching and learning, and their application to the teaching of French in a communicative and interactive approach at the kindergarten to grade eight levels. Students will develop lesson units, engage in peer-teaching, and integrate technology into their teaching. Students will participate in discussion, work with case studies, research issues in second language education using current professional journals and resources. Attention will be given to developing an understanding of the importance of teaching developmentally. Students will learn about the role of age and social/psychological factors in language acquisition, the benefits of early language learning and the characteristics of the elementary school learner. This course aims at providing solid advice, information and guidance to French Second Language teachers so that they may use a wide variety of approaches and techniques designed to involve students actively in language learning and use. Students are required to have a minimum proficiency of Intermediate Plus on the New Brunswick French Oral Proficiency scale to register for this course.

Methods in elementary mathematics is an introduction to the context and strategies of teaching math at the K-8 level in New Brunswick. Teacher candidates must recognize and employ the basic elements of teaching mathematics in the elementary division as well as understanding the four grade bands in math curricula. The emphasis is on content as well as on 'doing' mathematics. Teacher candidates are involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics of emphasis include pre-number concepts, numeration and place value, whole numbers-operations, number theory, and geometry.

Methods in elementary mathematics is an introduction to the context and strategies of teaching math at the K-8 level in New Brunswick. Teacher candidates must recognize and employ the basic elements of teaching mathematics in the elementary division as well as understanding the four grade bands in math curricula. The emphasis is on content as well as on 'doing' mathematics. Teacher candidates are involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics of emphasis include pre-number concepts, numeration and place value, whole numbers-operations, number theory, and geometry.

This course will introduce two elements of the elementary major: Visual Art and Music. Existing curricula in these fields will be examined; students will be given opportunities to plan and present lessons that meaningfully integrate Visual Art and Music into other areas of the elementary curriculum.

This course will introduce two elements of the elementary major: Visual Art and Music. Existing curricula in these fields will be examined; students will be given opportunities to plan and present lessons that meaningfully integrate Visual Art and Music into other areas of the elementary curriculum.

The nature and purpose of science education are explored. Effective use of minimal time allotted to this discipline at the elementary level is the main focus. One of the primary tasks to be undertaken is the construction of discovery-based learning centres as well as appropriate assessment tools. Students will be given the opportunity to experience the dynamics of constructivist science learning with a special emphasis to cross-curricular extensions. Time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.

The nature and purpose of science education are explored. Effective use of minimal time allotted to this discipline at the elementary level is the main focus. One of the primary tasks to be undertaken is the construction of discovery-based learning centres as well as appropriate assessment tools. Students will be given the opportunity to experience the dynamics of constructivist science learning with a special emphasis to cross-curricular extensions. Time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.

This course focuses on the prevalent themes of social studies education and explores elementary school (K-5) social studies with a focus on geography, history, political science, and economics and the social aspects of health education. Through the study of instructional practices, teacher candidates will design meaningful, interdisciplinary learning experiences that develop students' competences in subject matter and foster critical skills needed to understand practical and ethical issues that face communities. The course intends to help teacher candidates articulate a conception of social studies education and its goals while exploring a variety of strategies that promote respect for diversity and foster democratic learning in the classroom.

This course focuses on the prevalent themes of social studies education and explores elementary school (K-5) social studies with a focus on geography, history, political science, and economics and the social aspects of health education. Through the study of instructional practices, teacher candidates will design meaningful, interdisciplinary learning experiences that develop students' competences in subject matter and foster critical skills needed to understand practical and ethical issues that face communities. The course intends to help teacher candidates articulate a conception of social studies education and its goals while exploring a variety of strategies that promote respect for diversity and foster democratic learning in the classroom.

Methods and strategies of teaching history at the secondary level are the focus of the course. A strong emphasis is on awareness of the place of history teaching in the curriculum. Course participants explore and develop a variety of active learning activities. A history background or broad historical knowledge is an asset.

This course provides pre-service teachers with methods and skills for teaching English at the secondary level. Topics in the course include designing and developing lesson plans and units of instruction, assessment and evaluation for the secondary English classroom, curriculum outcomes for secondary English, and contemporary multiliteracies. Through active engagement with current research and practice, course participants will work individually and collaboratively to develop effective practices for teaching English Language and literature at the secondary level.

Course participants will develop the content mastery and pedagogical skills necessary to facilitate engaging, inquiry-based math and science lessons for high school students. By examining various math and science education resources, developing and practicing lesson presentations, and reflecting on learning through discussion and writing, the course participants will gain a greater level of mathematics and science content knowledge and a wider array of teaching strategies for the topics in high school math and science. This course is primarily intended for Math and/or Science majors.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

An overview of issues related to special education and various exceptionalities will be examined including: learning disabilities, speech and language differences, pervasive development disorders, hearing impairments, and neurological disabilities. An emphasis will be placed on strategies to assist teachers in addressing the special education needs of pupils in the elementary classroom and the psychology of exceptional learners.

This course explores the major theoretical principles upon which education for children and adults may be based. It also examines the notion of 'normative' characteristics of learners as well as current trends in the application of theory to classroom situations.

The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

The course provides an overview of issues, principles, and theories associated with inclusion and inclusionary practices in school contexts with respect to specific student groups. These include, but are not limited to, students with different exceptionalities and academic abilities, students who are gifted, language learners, and newcomers. Teacher candidates will gain a deeper understanding of school based structures and classroom-based practices that support the learning needs of a diverse student population. Opportunities to explore and create curriculum-based instructional supports and strategies for teaching all students will be provided.

The course provides an overview of issues, principles, and theories associated with inclusion and inclusionary practices in school contexts with respect to specific student groups. These include, but are not limited to, students with different exceptionalities and academic abilities, students who are gifted, language learners, and newcomers. Teacher candidates will gain a deeper understanding of school based structures and classroom-based practices that support the learning needs of a diverse student population. Opportunities to explore and create curriculum-based instructional supports and strategies for teaching all students will be provided.

The course provides an overview of issues, principles, and theories associated with inclusion and inclusionary practices in school contexts with respect to specific student groups. These include, but are not limited to, students with different exceptionalities and academic abilities, students who are gifted, language learners, and newcomers. Teacher candidates will gain a deeper understanding of school based structures and classroom-based practices that support the learning needs of a diverse student population. Opportunities to explore and create curriculum-based instructional supports and strategies for teaching all students will be provided.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

Students will learn, use, and critique digital productivity tools, multimedia and website development tools, and Web 2.0 tools, while they apply literary methodologies to broader issues and debates like cyber safety, digital privacy laws and ethics, the economic and social engineering implications of user-data, as well as modes of digital communication and collaboration. Familiarity with critical theories and historical trends will help students understand how social and political movements develop the form, genre, and style of digital platforms.

This introduction to the discipline and practice of English teaches the student to prepare a research paper, practice close reading, and develop a grammatically correct, clear writing style. Students will learn to use literary databases and library resources; they will undertake a research project that helps provide a solid grounding in the methods and conventions of the discipline of English Literature. Prerequisite: ENGL 1016.

A course for students interested in writing poetry, prose, and/or scripts. Along with writing assignments and workshopping (critiquing each others' work), students give presentations or blog on topics that will help them understand current issues relevant to writers. This course is also open to first-year students. Prerequisite: 5-10 page sample of work submitted to the instructor at least a week before registration, or ENGL 2113.

An introduction to the related genres of manga, global manga, and graphic novels. Particular attention will be paid to the narrative strategies of manga and graphic novel creators. Works of fantasy and science fiction, as well as more realistic texts, will be explored. (Post-1800.)

A survey of the short story genre from its beginnings in the 19th century to its predominance as the traditional narrative literary form of the 20th century. (Post-1800.)

An exploration from Greek theatre to contemporary works of the theatrical conventions, significant trends, playwrights and performers that inform and construct the social practice of theatre. Emphasis is placed both on close textual study of the works and the realities of staging productions.

An exploration of central themes in science fiction from the New Wave of the 1960s to the present. Issues such as gender, the environment, technology, the alien, and others are the focus. (Post-1800.)

An investigation of women's writing in English before 1800, through poetry, (auto)biography, spiritual memoir, fiction, drama, and theory written by women.

An investigation of the variety of literature written for children: picture books, fantasy, junior fiction, poetry, nonfiction, etc., and of the role of children's literature in the classroom and the home. (Post-1800.)

A study of the nature of narrative in fiction, drama, and film, but there is a more specific consideration of the art of adaptation - its thematic, technical, and aesthetic triumphs and pitfalls. (Post-1800.)

The primary concern of this course is to familiarize students with the social, political, cultural, and philosophical presuppositions of theoretical inquiry into literary texts. We shall begin by focusing on introductory commentaries and shall proceed from there to examine certain primary theoretical texts in their specific relation to literary examples. (Post-1800; Language.)

This course will provide students with an understanding of the current, evolving state of literary publishing in Canada. Topics can range from proposal and manuscript submission to the production, marketing, and distribution of print and electronic books. The role of publishing within wider literary culture will also be considered. Prerequisite: ENGL 2113 or 2123, or permission of the instructor.

An introduction to the literature and language of the 14th-15th centuries. Genres studied include estates satire, fabliau, dream vision, drama, romance, chronicle, travelogue, lyric and beast fable. Major authors may include Chaucer, Gower and the Gawain-poet. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800.)

A study of the prose and poetry of Jonson, Donne, Herbert, and Milton, and the minor writers of the age. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800).

A study of the works of selected British Victorian authors (such as the Brontë sisters, Eliot, Tennyson, the Brownings, the Rossetti siblings, Morris, etc.) in the context of the movements they initiated (such as the Pre-­-Raphaelites, Arts and Crafts, Socialism, Aesthetics, etc.). The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

A study of the major authors of nineteenth and twentieth century American Literature. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800; American.)

Through critical analysis and interpretation of dramatic texts, this course explores plays, playwrights, and major aesthetic movements in the theatre from the mid-twentieth century to the present. Gender, feminism, and queer theory; the avant-garde and experimental performance; violence, nationalism, and monarchy; and race, postcoloniality, and contemporary life are examined in dramatic texts and performances. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800)

This course surveys the portrayal of political themes in selected narrative fiction films from the beginnings of cinema to the present day. Students will study the cinema of major auteurs, the movie of Hollywood and the critically acclaimed films of Art House and World Cinema. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

An examination of the novels of Jane Austen set against the cultural contexts that produced and popularized them. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

An introduction to key thinkers of the 21st century whose thought has shaped humanist inquiry across a host of disciplines. We engage these thinkers in terms of the manner in which they have re-shaped our perceptions of, and ability to engage, power and authority. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

The Senior Project gives a student the opportunity to work on an extended project, as author, translator or chief editor. Beginning with a proposal including a description of the project and a survey of similar works, students will create or compile an extended text. It is recommended that students take ENGL 4153 in their final year of study. The prerequisites are one of the following courses: ENGL 3103, 3113, 3123, or 3133 and permission of the instructor.

Earth systems science reveals that the environmental conditions that supported the development of human civilization over the past 10,000 years are becoming increasingly destabilized. This course introduces students to the Earth's regulatory systems such as climate, nitrogen and phosphorus flows, forests, oceans and biodiversity, and the social structures and processes that are interfering with them. Students will come to understand that environmental problems cannot be solved by individual behavioural changes; solutions will require collective action to achieve systemic change.

Praxis can be understood as reflection and action for social change. Drawing on learning in ENVS 1013, students will investigate how global environmental problems are manifested at the local level. They will then develop local action strategies to effect change in those systems. This approach will foster citizenship skills and empower students in the face of global problems. This course will qualify for the STU Experiential Learning Certificate. Prerequisite: ENVS 1013.

The public sphere is filled with competing visions, agendas and styles of speaking about the critical social ecological issues facing our world such as climate change, ecosystem destruction and chemical pollution. This course examines how communication shapes our perceptions of sustainability issues; introduces various media platforms and public forums that are used for communicating about sustainability issues; analyzes the communicative strategies of various actors (scientists, corporate lobbyists, environmentalists, ordinary citizens) in trying to influence decision makers; and prepares students to participate in conversations and debates about sustainability issues in their communities. Prerequisite: Must have completed 27 hours of university course work or by permission of the instructor.

This survey course introduces the concept of sustainability as encompassing three dimensions -ecological, socio-economic, and personal - and explores the societal changes necessary to achieve sustainability. Prerequisite: ENVS 1013

Problems such as climate change, species extinctions and toxic chemical pollution are global and require the cooperation of many nations to solve. This course examines the mechanisms for multilateral cooperation on environmental problems, particularly through the United Nations, and the politics involved in getting agreement among nations with diverse and competing interests, including the dynamics of the power imbalances between Global North and Global South states

This course explores how alternative visions of the future translate into political action at the international, national, provincial, community, and personal levels. This involves an analysis of alternative theories of the nature of social change. A component of this course may be service learning. Prerequisites: ENVS 1013 and 1023, or permission of the instructor.

Sustainable food systems are characterized by distinct value systems, knowledge systems, design principles and related practices. This course explores each of these elements. An experiential learning component focuses on the application of design principles of permaculture and the practice of regenerative land 24 management. Prerequisite: Must have completed 27 credit hours of university coursework.

In recent years, public health and health promotion experts have introduced the concept of Planetary Health which stresses the crucial links between physical and mental wellbeing and the state of the planet. Building on concepts learned in ENVS 2243, this course introduces students to the planetary health framework for health promotion and advocacy. This framework provides a systems-based analysis of the environmental drivers of mental and physical illness and proposes system changes that would result in healthy people and a healthy planet. Prerequisite: ENVS 2243.

This is a required course for the Major in Environment & Society which is designed to integrate the entire programme of study. The seminar will focus on developing a multidisciplinary understanding of a selection of environmental issues as determined by student and faculty interests. Issues considered will include ecological damage, social origins, and alternative approaches to addressing problems. Prerequisites: ENVS 3013 and ENVS 3023 or permission of the instructor.

This course will help students whose first language is not English further develop academic reading and writing skills. The reading techniques to be improved will include skimming, previewing, predicting and in-depth analyzing. The types of writing practiced will be summaries, paraphrases and essays (cause and effect, and persuasive). Vocabulary-building and grammar will also be important components of the course. Students will also develop their ability to conduct library-based research and to synthesize information for writing assignments. Prerequisite: ESL 1013 or Director's permission. Co-requisite: ESL 1043.

This course helps students whose first language is not English to develop the speaking and listening skills required in university studies. The basic elements of oral expression and comprehension will be studied: sounds, word and sentence stress, rhythm, intonation, comprehension of weak forms, and connected speech. Listening skills will include intensive, selective and interactive tasks, such as note-taking. Speaking functions will include presenting information, asking questions and debating. 6 hours per week. Prerequisite: ESL 1033 or Director's permission. Co-requisite: ESL 1023.

This course is designed to assist ESL students in further developing their ability to meet the language-related expectations of university courses. The emphasis will be on refining writing skills. Attention will also be devoted to listening, speaking, reading, grammar, and vocabulary acquisition. Students will explore how the various language skills are interconnected in the university context. The course is intended for students whose first language is not English and whose TOEFL scores are between 550 and 599 (or a recognized equivalent). Prerequisite: ESL 2213 or Director's permission.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. All levels welcome. Prerequisites: FNAR 1023 or FNAR 1743.

A practical course in the fundamentals of two-dimensional art practice with an emphasis on outdoor drawing and sketching in various media. Pre-requisite: FNAR 1333, Drawing and Sketching I or FNAR 1113, Practical Introduction to Art Fundamentals.

Introduction to Musical Theatre is a primer for students who are curious about performing musical theatre and would like the opportunity to enhance their skills in a supportive environment. This course introduces students to the three core skills required of musical theatre performers: singing, acting, and dancing. The course stresses development through individual and group exercises in physical and emotional awareness, movement, scene study, character creation and voice technique. The class will culminate in a studio performance of standard pieces of the musical theatre repertoire. Co-requisite: FNAR 1743: Music Literacy for Actors and Dancers.

Music Literacy for Actors and Dancers is a course for the performer who has not yet developed a connection between his or her musical experience and standard aspects of musical performance, with a special focus on the acquisition of fluency reading the notated score and the development of effective study and practice habits. Music materials used in class or assigned for homework will be spoken, clapped, sung, and played. Co-requisite: FNAR 1733 Intro to Musical Theatre. Note: Students who take FNAR 1743 cannot receive credit for FNAR 1023.

Piano Master Class meets three hours a week to explore issues of piano technique and interpretation. Students are required to actively participate by regularly performing for the group and by developing and refining collaborative performance projects outside of class time. The course earns one credit per semester. A course fee may be required, and enrolment is limited to 18 participants. A series of sequential courses follow this course.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. Prerequisites: FNAR 1061.

Offered in the Spring, Music: Harmony and Counterpoint II is the continuation of Music: Harmony and Counterpoint I. These two courses, which should be taken back-to-back, comprise a year-long, hands-on study of the grammar of tonal music, with a particular focus on harmony and counterpoint. Assignments include exercises in four-voice harmony in choral and keyboard styles, exercises in two- and three-voice species counterpoint, the composition of original pieces for small chamber combinations, as well as frequent formal analyses of standard masterpieces from the literature. Students are required to sing and/or play their assignments in class. Prerequisite: FNAR 2053 with a grade of B or better, or permission by the instructor. Recommended co-requisite: FNAR 1041.

In this course, students research, rehearse and perform a musical. To this end, students will learn how to prepare for a role; engage in a rehearsal process; implement acting, singing, and dancing techniques in performance; assist with technical elements; and demonstrate professionalism in their work. The course culminates in a fully-staged production of a musical for a public audience. Musical Theatre I is a year-ong course to be taken with Acting, Singing, Dancing I. First-year students welcome. Prerequisites: Instructor's consent. Co-requisites: FNAR 2153 (Acting, Singing, Dancing I).

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1023 or FNAR-1743 or permission from the instructor.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. Prerequisites: FNAR 2061.

This course explores creative bookbinding. Building on strengths from creative writing, journalism, printmaking and photography, this course focuses on how to build books. Part One: Participants experiment and create their own content using resources such as a darkroom and printmaking equipment. Creative approaches include digitally created or manipulated images, photosensitized materials, silkscreen, and lino-cut prints. Part Two: Once participants have selected their method, they bind their content into a handmade book.

Spanning the past five decades, the course examines current art and the critical theory driving it. Art is now driven by biennales and art fairs which have created primary methods for its dispersal. This has generated a scenario where power, capital, and controversy have all become aspects of art's consumption. Expensive art is being used for investment and stored in Freezones that are tax shelters for luxury goods. Finally, AI will have irreversible repercussions on the future of art. Pre-requisite: FNAR 1113 or permission of the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

Sp.Top:Fund. of Theatre

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

This course is designed for students entering university who achieved a score of Basic, Basic+ or Intermediate in French in high school. The aims of this course are listening comprehension,basic oral expression, elementary reading, writing and grammar. In addition, students are required to attend a one-hour compulsory monitor session per week.

This course is designed for students entering university who achieved a score of Basic, Basic+ or Intermediate in French in high school. The aims of this course are listening comprehension,basic oral expression, elementary reading, writing and grammar. In addition, students are required to attend a one-hour compulsory monitor session per week.

This course is designed for students entering university who achieved a score of Intermediate+ or Advanced in French in high school. The course has a strong reading component with material drawn from a variety of sources in the Francophone world. It emphasizes the four skills: oral practice, reading, writing and listening comprehension. This course is not open to students who have graduated from a French or Francophone school. The department invites these students to register into a 2000-level French course.

This course is designed for students entering university who achieved a score of Intermediate+ or Advanced in French in high school. The course has a strong reading component with material drawn from a variety of sources in the Francophone world. It emphasizes the four skills: oral practice, reading, writing and listening comprehension. This course is not open to students who have graduated from a French or Francophone school. The department invites these students to register into a 2000-level French course.

Parce qu'ils mobilisent l'imaginaire et l'esprit de découverte, le texte littéraire et le cinéma peuvent être sources de plaisir et de motivation à la lecture et à l'écriture. Ce cours est centré sur la lecture et la comprehension de textes narratifs (nouvelle et roman) et cinématographiques. L'étudiant se familiarisera aux éléments fondamentaux du texte narratifen prose et aux éléments du montage et de l'esthétique du cinéma.

Ce cours cherche à approfondir et à étendre les connaissances de base acquises. Par un choix de lectures variées, le cours vise à améliorer la compréhension de textes écrits, à faciliter l'apprentissage du vocabulaire, et à familiariser les étudiants avec le monde et les cultures de la Francophonie. Préalable : FREN 1026 ou la permission du professeur.

Révision et approfondissement des règles de base de la grammaire française: la conjugaison du verbe, les modes et temps du verbe, les accords, les compléments, les pronoms personnels et relatifs. Étude de la forme de la phrase, de la syntaxe et de la fonction des mots. Préalable: FREN 1016 et/ou FREN 1026 ou la permission du professeur.

Destiné aux étudiants ayant une bonne connaissance des rudiments de la grammaire française, ce cours vise à développer des compétences dans le domaine de la rédaction et de la révision de textes et de travaux écrits. L'étudiant apprendra à structurer et à nuancer sa pensée à l'aide de modalités rhétoriques et de stratégies argumentatives mises en application. Seront privilégiées les pratiques discursives suivantes: le portrait, la description, la narration, l'essai, l'article journalistique, la dissertation classique, l'explication de texte, le compte rendu et la correspondance. Il est fortement recommandé aux étudiants de suivre en même temps le cours FREN 2316. Cours préalable : FREN 1016 ou FREN 1026.

This course is designed for students who wish to improve their abilities in spoken French and listening comprehension. It will focus on developing skills and lexical flexibility for participating actively in a normal converstion with native interlocutors, on presenting and defending opinions on a variety of subjects in social and professional situations. Prerequisite: FREN 2333 is open to students with Intermediate+, or Advanced level of oral proficiency.

Ce cours présente un survol de la production culturelle d'expression française en Amérique du Nord. Par le biais de films, de romans, de pièces de théâtre, de nouvelles, de chansons, d'essais et de poésie du Canada français (Québec, Acadie, Ontario, l'Ouest canadien, etc.) et de la Louisiane nous examinerons la diversité de cette population pour qui la langue française demeure une composante essentielle de l'identité. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

Ce cours a pour but d'approfondir les connaissances linguistiques et grammaticales déjà acquises. À travers un choix de textes variés et de vidéos et films du monde francophone, l'étudiant apprendra à approcher le texte littéraire de façon plus analytique. Les étudiants ayant suivi FREN 3443 ne sont pas admissibles au cours. Students who have previously taken FREN 3443 are not eligible to take this course. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

Special Topics

This course examines the experiences of growing older in Canada. This includes a review of Canada's healthcare, pension systems and other social structures and policies which directly impact older adults in Canadian society.

This course adopts a biopsychosocial perspective to studying aging. Topics include theoretical models of development, research methods used to study adult development, health and prevention, basic cognitive function and the aging process, higher order cognitive functions, personality, mental health issues and treatment. These biopsychological functions are examined for how they impact older adults as they navigate their social worlds. Prerequisites: GERO 1013 OR GERO 1023 OR PSYC 1023.

Various aspects of aging and health are addressed in this course. Topics considered include: theories of biological aging; normal vs. pathological physical changes that accompany the aging process; various chronic conditions that affect quality of life in later life; the implications of physical aging for medication use and nutritional status among older adults; and the impact of an aging population on the provision of acute care, long-term care, and home care for older adults. Prerequisite: GERO 1013 and GERO 1023.

This lecture-seminar course examines spirituality and its relationship to the process of aging, specifically the meaning of spirituality, the relevance of spirituality in the lived experience of aging and, practical and ethical issues arising from an explicit acknowledgement of human spirituality in gerontological research and practice.

This course will introduce students to qualitative research methods used in social science, with an emphasis on gerontology. It will address theoretical foundations of qualitative analysis, ethical considerations involving older adults, and provide hands-on experience in developing a research question, and collecting and analyzing data using basic qualitative techniques in gerontology. It will also prepare students in writing a qualitative research proposal.Prerequisite: GERO 1013 OR GERO 1023, OR permission from the instructor.

This seminar-style course considers the theoretical and practical implications for gerontology of the metaphor of life as story. Against the background of the narrative turn across the human sciences and of specific practices in geriatric care like life review and reminiscence, the course explores the narrative complexity of autobiographical memory in particular and of identity development in general. Through readings, assignments, and classroom activities, students are encouraged to consider the narrative dynamics of their own identity development and to appreciate the complexity of the storytelling-story listening exchanges that are pivotal to providing narrative care with older adults. Limited enrolment.

This course is intended for students in the final semester of the program. It consists of a multidisciplinary lecture-seminar format. Selected topics in aging research and intervention are discussed, including those that highlight the positive potential of the aging experience, e.g., the potential for creativity, wisdom, and continued personal growth. The purpose of this course is to ensure that students have a comprehensive background in the field of aging. Prerequisites: GERO 1013, GERO 1023 and an additional 18 credit hours of courses.

This course explores how great books address perennial human questions about knowledge, nature, love, justice, and freedom. The course is team-taught by two faculty members and prioritizes conversation over lecture. Together we read a range of great books from the ancient world up to the present day, such as novels by writers like Jane Austen and Toni Morrison, classical works by Homer, Plato and Augustine, and influential works of political thought by Aristotle, Nietzsche and Hannah Arendt.

This course explores how great books address perennial human questions about knowledge, nature, love, justice, and freedom. The course is team-taught by two faculty members and prioritizes conversation over lecture. Together we read a range of great books from the ancient world up to the present day, such as novels by writers like Jane Austen and Toni Morrison, classical works by Homer, Plato and Augustine, and influential works of political thought by Aristotle, Nietzsche and Hannah Arendt.

What is humanity's relationship to nature? Are humans natural beings, or uniquely free? How does the scientific revolution change humanity's relationship to nature? Modern science and technology have undoubtedly made life easier, but have there been costs? By studying works of natural science-ancient and modern-philosophy, literature, and theology we will explore various historical perspectives on nature and consider the consequences - both good and bad - of our technologically mediated lives. Fulfills Group C Requirement.

That love and friendship are essential to human flourishing is self-evidently true. As Aristotle said, no one would choose to live without friends (philoi) even if he had all the other goods (Ethics, 1155a5). For many of us, love and friendship are near constant preoccupations. But what is love? Is it a passion, an activity, a god? Is love rational? Does love make us selfish or selfless? And what do we owe to our friends? These are some of the questions we examine in this course.

This course explores how food was made, consumed, and understood in the past. What did food and eating mean to different people at different times, in different places? How did everyday foods, like sugar or potatoes, travel around the world? What impacts did human-made and natural disasters have on eating habits and food supplies, and how did the presence and absence of food influence people's behaviour? In this course, students learn to connect local and global interactions, past events, and the present through food. (formerly HIST 2123). Students who have taken HIST 2123 cannot take this course for credit.

What is magic? What are demons? How have constantly evolving beliefs about the supernatural impacted the course of human history (and vice versa)? This introductory survey explores how various cultures have sought to understand their world through appeal to supernatural forces-around the globe and throughout the ages.

This mandatory course for History Majors and Honours students provides an introduction to the discipline of History. The course examines a variety of historiographical and method- ological approaches to History, as well as the history of History. It encourages students to re-examine their assumptions about History, but it will also help students develop their basic historical research and writing skills. Exploring History provides a foundation for upper-year History courses and students are strongly encouraged to take it before their third year. Prerequisite: At least 6 credit hours in History courses at St. Thomas University.

This 3-credit course is part of the world history survey. It offers an overview of world history events, issues, themes, and approaches from roughly 1400 of the Common Era (CE) to the present. It covers topics such as the emergence of long-distance exploration, cross-cultural interaction, the early modern and modern worlds, the Columbian Exchange, industrialization, modern imperialism, world wars, networks, and globalization from circa 1400 onward. (formerly HIST 1023) This course counts toward the World History survey requirement for students pursuing a Major or Honours in History. NOTE: Students who have taken HIST 1023 or HIST 1006 cannot take this course for credit.

This 3-credit course is part of the world history survey. It offers an overview of world history events, issues, themes, and approaches from roughly 1400 of the Common Era (CE) to the present. It covers topics such as the emergence of long-distance exploration, cross-cultural interaction, the early modern and modern worlds, the Columbian Exchange, industrialization, modern imperialism, world wars, networks, and globalization from circa 1400 onward. (formerly HIST 1023) This course counts toward the World History survey requirement for students pursuing a Major or Honours in History. NOTE: Students who have taken HIST 1023 or HIST 1006 cannot take this course for credit.

The course explores the history of the Indian subcontinent from c. 1500 onward. It considers the Mughals, the 18th-century successor states, British colonialism, Indian nationalism and postcolonial India to the present day.

This course provides a basic introduction to Islamic societies in their formative centuries. We will explore how the Muslim umma first emerged, developed and ultimately established itself as a unifying yet far from monolithic ideal, linking different peoples across the globe. Our focus will be on comprehension of historical experiences and relations between peoples rather than on detailed analysis of religious beliefs.

This course will examine the political, social, and economic developments that have shaped Latin America since 1945. While paying attention to the continent's diversity, it will examine common themes such as the Cold War, revolutionary movements, military dictatorships, and U.S. foreign policy in the region. It will consider Latin America's relationship to the global economy, efforts to promote industrialization, and the underlying causes of poverty and inequality. Social themes will include mass migration, the drug trade, human rights, social movements, and the impacts of climate change.

This course deals with the history of the Church from the time of Gregory the Great in the sixth century to the end of the fifteenth century. For the most part we will deal with the Western Church, although there will be some treatment of the relations that existed with the East. The theme that will run throughout the course is that of the interaction between the Church and the society of this period. Among the topics that will be covered will be the Merovingian and Carolingian Church and the role of such leaders as Charlemagne, the Gregorian Reform Movement and the clash with the Emperor, the development and contribution to medieval society, the emergence of the pilgrimage and the crusade, the religious unrest of the later Middle Ages, and the growth of the medieval papacy.

In ruins and divided after the Second World War, Europe was a central theatre of Cold War conflict until 1989/90. This course traces social, political, cultural, and other developments during the Cold War and subsequent decades. Students use sources from the past to explore how Europeans saw themselves and others, and how these perceptions changed over time. They study conflict and stability, diversity and nationalism, imperialism and regional convergence, as well as Europeans' attempts to answer challenging questions about who they are and what role they should play in the world today.

Hockey. The beaver. The canoe. Poutine. This discussion-based course examines some of Canada's most recognizable and influential symbols. The course proceeds thematically and focuses on specific symbols to explore key themes such as national identity, appropriation of Indigenous culture, political conflict, and commodification. Questions addressed in the course include: Where do symbols come from? How have their meanings changed over time? How does their popularity prioritize some interests over others? How have such symbols been appropriated, resisted, and reclaimed? And, perhaps most importantly, how are Canadians shaped by this symbolic landscape?

This course explores the global impact of modern tourism by focusing on a number of key questions: How, when, and why did tourism emerge? What motivates tourists to travel? Why do local communities embrace tourism? And how are the benefits and costs of this industry distributed? Planned case studies include: Beaches, Zoos, Theme Parks, Museums, Ecotourism, Shopping, Gambling, and Sex Tourism.

Food keeps us alive, serves as a marker of social status, a stimulator of exploration and trade, and a cause of conflict and war. This seminar is about the history of food production, consumption and culture world-wide. Participants explore the roles food plays in human soci- eties, the social and cultural meanings of food and the ways foods travel from place to place. Equally, we consider food's presence, its absence and the impact of man-made and natural disasters on eating habits and food supplies.

This seminar proposes an in-depth study of the modern history of Korea from the perspective of its least acknowledged, yet determinant, agent: the people. It examines major social movements which shaped Korean history and democratisation, e.g. the college student and labour movements. It also addresses Korea's geopolitical predicament from the viewpoint of some of its victims, such as the Korean sex slaves under Japanese colonial rule and Korea's political and economic prisoners of the Cold War. Prerequisite: Permission of the instructor.

This course will introduce students to the study of human rights by investigating the question What are human rights? The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

This course will introduce students to the study of human rights by investigating the question What are human rights? The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

This course will introduce students to the study of human rights by investigating the question What are human rights? The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

The purpose of this course is to give students an introduction to research methods used in the study of human rights. The course will include methods of data collection as well as analysis of data. The course will begin with a general introduction to the aims and methods of research projects. Students in this course will do a research project in human rights under the supervision of the instructor. Students will be expected to present periodic reports on the status of their work.

This course covers core theoretical concepts and the enduring debates in human rights theory. It will not only introduce students to the main ideas, major schools of thought, and key disputes but also prepare them to identify and critically analyze the often unspoken underlying theoretical perspectives employed in human rights discourse by scholars and by advocates in their human rights practice. Prerequisite: HMRT 1003: Introduction to Human Rights

This course exposes students to the practice of human rights by completing a supervised internship with a local community partner organization. Students are required to complete short weekly reports and a detailed final report that encourages them to reflect on the relationship between that experience and their formal human rights studies. Instructor's consent is required to register for this course. Students should request registration as soon as possible once registration opens for the academic year. New registrations cannot be accepted once the course has officially commenced. Prerequisite: HMRT 1003: Introduction to Human Rights.

This course explicates the principal international and regional systems in place for the protection and promotion of human rights, including the Inter-American, European, African, and United Nations systems. Students will study the most important human rights instruments, such as the International Bill of Rights, the European Convention on Human Rights, and the American Convention on Human Rights.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

This course examines the legal human rights structures in Canada and internationally, as they apply to children, adolescents, and seniors in unique and rapidly evolving ways. The primary focus is domestic human rights legislation under provincial and federal human rights Acts. Various legal regimes, both local and international, related to immigration/refugee law, privacy law, health law, criminal law, education law, Aboriginal law, welfare law, and other areas are surveyed.

This course will consist of an in-depth investigation of one or more human rights problems. The specific topic will change from year to year. Students will be expected to examine the issue(s) in light of their knowledge of the basic instruments, institutions, and ideas relevant to human rights as well as their understanding of the fundamental questions of value that surround contemporary social issues. The course is normally reserved for students in their final year of the human rights Major.

Students will study the different types of research and be able to discriminate between primary and secondary research as well as qualitative, quantitative and mixed method research. Students will also learn and practice various oral communication skills and be expected to defend and support their arguments. The major work in the course will consist of a research essay of approximately 2000 words that will follow the general format of a thesis. Students, in their studies on communications, will learn how to recognize argumentative fallacies and propaganda and how to discern bias in reporting.

A continuation of IRSH 2173. This course will follow on from the first semester, building on students knowledge of the Irish Language so far. The course will focus more on topics practical to students to practise their Irish here in Canada and also if they find themselves in a real-life situation in Irish-speaking Ireland (e.g. making enquiries, interests, sport, food and drink, asking directions). The course will focus on the four skills of speaking, writing, reading and listening. Students will develop their speaking ability as well as their ability to converse. Students will continue to learn more about Irish culture on this topic-by-topic basis throughout. Prerequisite: IRSH 2173.

Introduction to the Italian Language. Phonetics, oral training, and conversation. Basic grammar with oral and written exercises. Basic reading and composition. Introduction to Italian civilization with the aid of audio-visual techniques.

This course will introduce students to a range of works of print and broadcast Journalism to allow them to understand the scope, purpose, and influence of stories in the journalistic tradition. Students will respond to these works in writing and post their responses in an online discussion forum.

Vigorous and clear writing is the foundation for all forms of digital journalism and new media production. This writing intensive course develops fundamental skills for effective writing and storytelling. This is a required course for all students pursuing a major in Digital Journalism and New Media.

This course explores the art of reporting and storytelling, allowing students to create and digitally publish local stories that become part of a global media network.

This course explores the art of reporting and storytelling, allowing students to create and digitally publish local stories that become part of a global media network.

This course will introduce students to the freedoms and responsibilities of journalists in Canada. Topics include press freedom and the Canadian Charter of Rights and Freedoms, publication bans, defamation, confidentiality of sources, investigative reporting and the law. Students will be introduced to the fundamentals of court reporting.

This course explores the enduring power and influence of radio, and will allow students to produce podcasts and programming for a campus and community radio network. Prerequisite: JOUR 2123 or permission of professor.

Students will produce community-based digital journalism projects supervised by faculty and explore the ethics of producing journalism in the public interest.

This course will introduce students to the relationships between law, politics, and Canadian society. Students will examine types of law, the judicial system, the legal profession, and the institutional, social, and cultural contexts in which laws are made and enforced. The course will engage students in debates about citizen rights, the policy-making role of courts, Aboriginal peoples and the law, public opinion and the legislative process, media and the law, and other topical issues.

This course will introduce students to the relationships between law, politics, and Canadian society. Students will examine types of law, the judicial system, the legal profession, and the institutional, social, and cultural contexts in which laws are made and enforced. The course will engage students in debates about citizen rights, the policy-making role of courts, Aboriginal peoples and the law, public opinion and the legislative process, media and the law, and other topical issues.

This course continues the introduction to classical Latin. Prerequisite: LATI 1013 with a minimum grade of C.

Conic sections; transcendental functions and their derivatives; techniques of integration; areas and volumes; Taylor's theorem. Prerequisite: a grade of C or higher in MATH 1013.

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. The course will examine precontact history; the influences of colonialism and primitive accumulation/capitalism in the postcontact era; and contemporary issues - while emphasizing a historical and materialist perspective.

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. The course will examine precontact history; the influences of colonialism and primitive accumulation/capitalism in the postcontact era; and contemporary issues - while emphasizing a historical and materialist perspective.

This course is designed for students with little or no knowledge of the language. The aims are listening comprehension and basic oral expression.

This course is designed to facilitate communication in Mi'kmaq at a functional level. It focuses on listening and speaking skills through basic conversation, and the study of grammar, phonics, structure, vocabulary, and word formation. Prerequisite NATI 1103, Beginning Mi'kmaq.

This course analyzes the research of Drs. Tove Skutnabb-Kangas, Jim Cummins and others in language loss, first-and second-language learning, and immersion education. It focuses also on the strategies, experiences, and educational results of existing Native Language Immersion programmes, particularly those of the Hawaiians, Maoris, Navajos, Mohawks, Okanagans, and Inuit. Fluency in Maliseet or Mi'kmaq is not required.

This course will examine traditional forms and philosophies of education in Native societies, and the changes that have occurred since contact and colonization. It will also examine the formal education of Natives by the immigrant society as indoctrination for civilization and assimilation. It will look closely at residential and day schools in Canada and the United States and the effect they have had on contemporary Native societies and cultures. Special attention will be given to the relationship between education and cultural survival, and the importance for Native people to reclaim and control the education of their children. Prerequisite: NATI 3603 or permission of the instructor.

The goal of this course is to conceptualize the fundamental justifications for human rights and contrast those with Aboriginal rights. Some relevant questions that this course will explore are: Why do Aboriginal peoples need a different class of rights? Are Aboriginal rights theorized in an equitable manner? What processes are served by conceiving and executing Aboriginal rights as we see them today? What attributes do Aboriginal peoples lack which makes them not fully human?

This course provides an introduction to issues of alcohol and drug use/abuse in indigenous communities (concentrating on Canada for the most part, but including reference to such issues in other indigenous communities worldwide). Traditional uses of substances which alter consciousness are reviewed, as well as the role that the introduction of unfamiliar psychoactive substances played in European expansionism and colonialism. Modern models of addiction and programs for recovery are critically examined and placed within the context of creating a continuing marginalization of indigenous cultures by dominating ones.

This course examines Indigenous rights pertaining to land and waterway entitlement in North America. Theoretical concepts will be discussed, including the concepts of land use and land occupancy. The well-documented history of Indigenous land ownership before and during European contact will be analyzed, as well as the attempts by settler nation-states to replace communal Indigenous land ownership to capitalist individual land ownership (fee simple) with Indigenous share holders. The course will include an overview of landmark cases, including the Alaska Native Claims Settlement Act; Delgamuukw and Tsilhqot'in Nation; land claims in Labrador; Miccosukee water rights; and potential Greenland independence.

To do philosophy is to reflect critically on our underlying beliefs (e.g., about reality, knowledge, freedom, responsibility) and to modify whatever doesn't stand up to scrutiny. Whether we realize it or not, the very way we think is shaped by past thinkers -- which is why studying philosophy's history is a crucial part of doing philosophy.  In this course, we will focus on Modern and Contemporary thinkers as we strive to evaluate our views critically.  This course has no prerequisite.

To do philosophy is to reflect critically on our underlying beliefs (e.g., about reality, knowledge, freedom, responsibility) and to modify whatever doesn't stand up to scrutiny. Whether we realize it or not, the very way we think is shaped by past thinkers -- which is why studying philosophy's history is a crucial part of doing philosophy.  In this course, we will focus on Modern and Contemporary thinkers as we strive to evaluate our views critically.  This course has no prerequisite.

A lecture course surveying ancient philosophy from Aristotle to Hellenistic philosophy (Epicurus, the Stoics and the Sceptics). Through readings of original sources and ancient testimony, the course analyses key questions in ancient philosophy, e.g. what can philosophy achieve? What is the nature of reality? What does it mean to live together? Prerequisites: Take any 1000-level PHIL course or permission of instructor

A study of the 17th and 18th century British empiricists. Prerequisites: Take any 1000-level PHIL course or permission of instructor

A lecture course examining a specific topic in contemporary moral philosophy. Topics vary from year to year and may include: virtue ethics, metaethics, contemporary deontology, contemporary utilitarianism, emotivism, relativism, the is-­-ought debate, and others. Prerequisite: Take any 1000-level PHIL course or permission of instructor

Are moral judgements grounded in emotion or reason? Under what conditions are people morally responsible? Why should I be moral? Are all moral decisions motivated by self-interest? Do moral reasons depend on desires? How does virtue relate to moral motivation? These questions are central to moral psychology. The course presupposes no background in philosophy and may be of interest to students in psychology and the life sciences, as well as philosophy. This course will not count toward credits in Psychology (i.e. a Major). Prerequisites: none.

This course will involve a close reading of the major works of Dante Alighieri, especially <i>The Divine Comedy</i>. Attention will be directed to Dante's synthesis of Aristotelian philosophy and the theology and philosophy of Thomas Aquinas. Prerequisites: PHIL 1013 or 1023 or 1053 or 2263 or permission of the instructor.

This course will involve a careful study of Hegel's <i>Phenomenology of Spirit</i>, focusing primarily on the relationships between theory and practice, and truth and history. Prerequisite: PHIL 2153 or 2163 or permission of the instructor.

This course is an introduction to the study of politics. It has two objectives. The first is to give students a sense of the meaning and importance of politics. The second is to study a number of the concepts essential to the study of contemporary politics: the state, sovereignty, legitimacy and authority, law, power, equality, democracy, nationality, freedom and citizenship are typically covered. The specific content and readings used vary from section to section.

This course provides an introduction to the concepts of the regime, authority, the rule of law, citizenship, and political obligation. It does so through a consideration of the institutions of Canadian government and covers the following topics: the framing of the constitution, federalism, parliamentary government, the Charter of Rights, the judiciary, political parties, public opinion, interest groups, and constitutional reform.

This course provides an introduction to the concepts of nation and state, sovereignty, forms of government, and political conflict. It does so through consideration of issues in world politics, such as human rights and social justice, ecological imbalance, economic inequalities, war, global governmental institutions and organizations.

This course introduces students to the comparative study of governments in the developing world. It focuses on such issues as the politics of development, modernization, and the interplay of political and social forces in selected developing nations. Prerequisite: 3 credits in Political Science.

This course introduces students to the critical and non-mainstream variants of International Relations (IR) theory. These include Marxism, Gramscianism, feminist theories of IR, and other forms of critical theory. These theories are illustrated and developed through the use of case studies and examinations of the institutions and structures of the international system. They are also contrasted with mainstream IR theories. Prerequisite: POLS 1013, POLS 1603, or permission of the instructor.

This course will introduce students to seminal texts in political philosophy focussing on the medieval, early modern and modern periods. Texts may include: Aquinas' Treatise on Law, Machiavelli's The Prince, Hobbes' Leviathan, Locke's The Second Treatise on Government, Rousseau's Discourses, Hegel's Introduction to the Philosophy of History. Prerequisite: POLS 2803.

This course will focus on the manner in which the evolution of constitutional law has shaped the Canadian federal system. The course will proceed primarily by means of class discussion of leading constitutional decisions and by student presentations.

This course examines several important themes surrounding Canada's judicial process including types of law, Canada's courts, jury trials, the movement of a case from investigation through to appeal; judicial appointment and independence; and interest group use of courts for policy ends. The course will also cover important legal cases and salient contemporary issues. Prerequisite: POLS 1103 or permission of the instructor.

This course is a study of Canada and its role in the world. It will focus, in particular, on the historical development of Canada's foreign policy and the continuities between the past and the present. Is Canada a principal power or is it highly constrained by the imperatives of its relationship with the United States? A significant component of the course will be spent in evaluating Canada's role in a post-Cold War and post-9/11 world. Particular attention will be paid to issues related to the question of multilateralism and Canada's evolving approach to this tradition. Prerequisite: POLS 2613 or POLS 2623, or permission of the instructor.

The focus of this course is on the problems modern political philosophy has confronted in attempting to show how nature can be used as a standard for judging the best life and the just political order. The writings of one or two of the following authors will be considered: Machiavelli, Hobbes, Montesquieu, Rousseau, Burke, Jefferson, Nietzsche, and Heidegger. Prerequisite: POLS 2803 and 2813 (or 2806) or permission of the instructor.

This course surveys the structure of American Government and the cultural, legal, and economic contexts in which it is embedded. Students examine how these contexts shape the nature of social problems and delimit the scope of government policy responses.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on methods used by psychologists to conduct research. Course content will include comprehensive coverage of the scientific method, the logic of experimental design, ethics, and report writing. In addition, students will be required to write research papers and may be asked to design and/or conduct their own research projects. Students must take 2023 in their second year.

This course focuses on methods used by psychologists to conduct research. Course content will include comprehensive coverage of the scientific method, the logic of experimental design, ethics, and report writing. In addition, students will be required to write research papers and may be asked to design and/or conduct their own research projects. Students must take 2023 in their second year.

This course will examine the measurable effects of drugs on naturally occurring and experimentally-controlled behaviour. Drug action will be evaluated based on its effects on the nervous system and behaviour. Social issues of drug use, such as addiction and legalization, will be covered. The mechanisms involved in psychotherapeutic uses of drugs, including their immediate and long-term effects, will also be reviewed.

The course surveys topics in human sexuality that have attracted the attention of researchers and theorists from many different areas of psychology. Fundamental questions concerning the nature, development, and expression of human sexuality will be addressed along with specific issues of contemporary concern.

The course surveys topics in human sexuality that have attracted the attention of researchers and theorists from many different areas of psychology. Fundamental questions concerning the nature, development, and expression of human sexuality will be addressed along with specific issues of contemporary concern.

An introduction to the principles of respondent and operant conditioning. In addition to the basic learning paradigms, various conditioning phenomena such as reinforcement schedules, generalization, discrimination, stimulus control, positive reinforcement, and aversive control will be studied with reference to human and animal research.

This course will introduce students to current theories of human mental processes and the methods used to study them. Topics may include attention, memory, language comprehension and production, concepts, imagery, judgment, decision-making, and problem solving.

Introduction to the nature, study, and conceptualization of personality. Historical and contemporary theoretical perspectives of personality will be critically examined, and applications will be discussed.

Introduction to the nature, study, and conceptualization of personality. Historical and contemporary theoretical perspectives of personality will be critically examined, and applications will be discussed.

This course will review a variety of topics within social psychology including social cognition and social perception, attitudes and attitude change, understanding the self, interpersonal attraction, persuasion, conformity, prejudice, aggression, and altruism.

This course will cover various aspects of development including prenatal development, physical development from birth through puberty, motor development, emotional development, and the development of a sense of self and identity.

This course will cover age-related changes in language and cognition as well as the development of gender roles and schemas, moral development, peer relations, and the influence of such factors as families and the media.

This course examines issues in the diagnosis and treatment of the most common psychological disorders in adulthood. Students are introduced to the history of psychopathology, from primitive to modern times, which traces the development of biological, psychodynamic, behavioural, cognitive, and sociocultural models of abnormality. Possible topics include: anxiety disorders, mood disorders, schizophrenia, and personality disorders.

This course examines issues in the diagnosis and treatment of the most common psychological disorders in adulthood. Students are introduced to the history of psychopathology, from primitive to modern times, which traces the development of biological, psychodynamic, behavioural, cognitive, and sociocultural models of abnormality. Possible topics include: anxiety disorders, mood disorders, schizophrenia, and personality disorders.

This course examines the many facets of visual perception. The purpose is to expand upon some of the topics covered in Sensation and Perception with an emphasis on key theoretical approaches and empirical studies. Topics may include vision for perception, action, and social interactions. Prerequisites: PSYC 2023 and one of the following: 2113, 2123, or permission of the instructor.

This course will examine the neural systems underlying memory. Topics covered will include the basic underlying biology, the relationship between biological memory systems and cognitive memory processes, techniques used to study memory systems, and disorders of memory. Neuropsychological case studies and neuroimaging studies will be used to help explain and illuminate general principles. Prerequisites: PSYC 2263 and either 2153 or 2193 (NB: Introduction to Cognitive Neuroscience). Alternative prerequisites may be accepted with the advance permission of the instructor.

This course provides exposure to major current issues in the study of social behaviour. Prerequisite: PSYC 2413.

A survey of the principles and theories of counselling and psychotherapy, especially as methods of facilitating individual change. Major attention will be given to the various theories and the theoretical behaviour systems on which they are based. Attention will also be given to the goals, techniques, and the philosophy and concepts of each theory. Prerequisite: PSYC 2643.

This course is designed to prepare students for writing an honours thesis and for overall participation in the honours programme. The course will focus primarily on the written and presentational aspects of a psychological research project, the peer review process, and on various ethical considerations when conducting a study. Discussion of various experimental and non-experimental methods will be embedded within the primary course content. Prerequisites: PSYC 2013, PSYC 2023, and PSYC 3933.

This course is a general introduction to the history of psychology. We will explore some of the intellectual, social, and institutional reasons that psychology emerged when and where it did. Areas to be investigated include Wundt's contributions, functionalism, and behaviourism. Special attention will be given to the late 19th and early 20th centuries, because decisions were made then that affect us even today. Prerequisites: PSYC 2013 and 2023 or permission of the instructor.

This course examines the effects of brain damage on behaviour, with a focus on cognition. Students will examine case studies from the research literature to identify relationships between brain function and behaviour, based on deficits and alterations to behaviour produced by brain damage. Major topics may include the effects of brain damage on memory, perception, decision-making, attention, language, and consciousness. This course will be of particular interest to students considering graduate or professional study in psychology, neuroscience, and allied fields. Prerequisites: PSYC 2013, 2263, one of either 2153 or 2193 (NB: Introduction to Cognitive Neuroscience) and one of 3153, 3273, 3173 (NB: Memory and the Brain), or permission of the instructor.

This seminar focuses on advanced exploration of the area of human sexuality. The course will critically examine scholarly constructions and representations of sexuality via class discussions and presentations of research in the field of sexuality. Possible topics include sexual identities, sexual pleasure, constructions of sexuality knowledge, and media and sexuality. Prerequisites: PSYC 2023 and 2183, or permission of the instructor.

Advanced exploration of theoretical and empirical work in one or more areas of cognitive psychology. Prerequisites: PSYC 2013, 2023 and 2263, or permission of the instructor.

This course examines the development and contemporary significance of popular psychology. Topics may include the social origins of popular psychology; such 18th and 19th century psychological movements as mesmerism, phrenology, and spiritualism; and such contemporary forms of popular psychology as self-help books, talk shows, and support groups. Students will be encouraged to evaluate critically the current popularization of psychology and to explore the relationship between popular and academic psychology. Prerequisite: PSYC 3963 is recommended prior to taking this course.

The student will conduct an individual research project with guidance from the Department. Some classes will be held to acquaint Honours candidates with problems in research design. PSYC 2013, 2023, 3933 and 3943 are prerequisites. A minimum grade of B is required in each of these courses.

A thematic, issues-oriented introduction to the study of religions. Some of the themes and issues explored may include social crisis and renewal, authority and power, sexual diversity, conflict and peace, evil and suffering, death and after death, food and music, among others. By means of these themes, students develop an active appreciation of diverse religious traditions and gain the tools to think critically about them.

A thematic, issues-oriented introduction to the study of religions. Some of the themes and issues explored may include social crisis and renewal, authority and power, sexual diversity, conflict and peace, evil and suffering, death and after death, food and music, among others. By means of these themes, students develop an active appreciation of diverse religious traditions and gain the tools to think critically about them.

An inquiry into some of the issues in the study of rituals by means of a close investigation of selected religious rites and more secular examples of ritualizing. Examples might include Hindu pilgrimage, Christian liturgy in its many forms, Shinto festivals, rites of passage from childhood to adulthood (Bar Mitzvah in Judaism, sacred thread ceremony in Hinduism, the Isanaklesh Gotal of Apache girls), Taoist death rites, and contemporary behaviour at sporting events and music concerts.

An introduction to the values, ethics, history, and methods of professional social work practice, with particular emphasis on the profession in New Brunswick. An introduction to generic practice and social work with various client groups.

An introduction to the values, ethics, history, and methods of professional social work practice, with particular emphasis on the profession in New Brunswick. An introduction to generic practice and social work with various client groups.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

The pursuit of social justice is a core value of both social work education and social work practice. The purpose of this course is to teach students the historical context, the fundamental concepts, and the direct skills necessary for organizing and enacting social change efforts within diverse contexts and with diverse groups. Students will be exposed to various theories of social change, multiple modes of working for social change, and techniques for strategizing for maximum effectiveness in pursuing change efforts. Students will be expected to use their knowledge in an applied manner and will engage in hands on change efforts with diverse groups and in various diverse contexts. This course is a co-requisite of SCWK 3053: Field Instruction I.

Concepts in policy planning are studied, along with an examination of the process of planned change from problem identification to programming. Consideration will be given to the political arena, the bureaucracy and roles of the politician, and the public servant. Three hours per week.

The overall purpose of this course is to assist students to strengthen both their theoretical foundation for social work practice and their ability to integrate into their personal and professional lives developing knowledge, skills, and values. This course will present some recent and critical developments in knowledge and theory along with a variety of theories that may enhance structural social practice if integrated appropriately. (3 credit hours)

This 3-credit hour course will provide an overview of many human development theories used in working with individuals of various age groups.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

The Field Integration Seminar is taken in conjunction with the direct practice field placement. Students are expected to present and discuss practice experiences from their field placements, integrating knowledge from social work theory and practice. Students will participate in collaborative discussions related to professional and ethical issues, as well as practice situations emerging from placement settings.

This course familiarizes students with the impact that loss has on one's everyday life, to examine theoretically the concepts of grief and bereavement, and to be able to integrate those theories into social work practice. Loss at multiple levels will be explored; including loss experienced through ill health, breakup of relationships, life-changing events, and death. Grief counselling theories and skills will be integral components of the course.

This course introduces social work practice with individuals, families, groups, and communities who are coping with the impact of trauma in their lives. The goals of this course involve students developing and demonstrating a critical understanding of trauma theory in its historical, political and social contexts; knowledge of practice approaches to trauma work; application of this knowledge through assessment and beginning intervention skills; self-awareness in relation to traumatic material. Exploration of trauma theory beyond the dominant individualized, westernized, and medical model will be emphasized in the course. Ethical issues and exploration of personal and professional values, as they pertain to trauma work, will be incorporated into class material.

This course is a structurally informed group work course for students enrolled in the foundational year of the 2 year-MSW degree program. It critically analyzes social work group-based practice through an anti-oppressive and structural lens, and students will develop skills in group membership, leadership, and being a reflective social worker. Practical group experiences and reflection activities are utilized to demonstrated theories of group dynamics and development, and to enhance group assessment, facilitation, and evaluation skills.

Concepts in policy planning are studied, along with an examination of the process of planned change from problem identification to programming. Consideration will be given to the political arena, the bureaucracy and roles of the politician, and the public servant. Three hours per week.

Using a case study approach that draws upon practice experiences of New Brunswick social workers, this course explores ethical issues and dilemmas across population groups, and levels and fields of practice. The goals of this course involve students developing and demonstrating a critical understanding of ethics theory situated within a sociopolitical and cultural context; knowledge of common ethical issues in social work practice and ethical guidelines impacting on practice; application of this knowledge through assessment and ethical decision making skills; and self-awareness in relation to these issues.

This course is an advanced theory and practice course for students enrolled in the MSW degree program. It critically analyzes social work practice including discourse, anti-oppressive and structural practice theories, and the nature of practice knowledge. The course also emphasizes the integration of theory and practice and an understanding of the structural contexts in which social work operates. Pre-requisites: SCWK 6013, Adv. Theory of Direct Practice I.

This course is designed to provide an in-depth and advanced understanding of organizational management in human services. We will review and critically analyze major theories of organizational change and administration including ethics and diversity, promoting positive organizational culture, program design and administration, funding and accountability, strategic management, change management, and the analysis of power and empowerment in supervisory positions.

This course stresses the importance of evidence-based theory and practice approaches. It also builds on research knowledge and skills learned in prior research methods courses. The course draws on materials from social work practice and social work research principles to develop a professional practice evaluation methodology for social work practice. Prerequisite: SCWK SCWK6053 Research and Evaluation in Social Work I

This course prepares students for undertaking a thesis. It is a student-led seminar series, providing students the opportunity to share ideas and support each other through the research process. The seminars will cover: Planning and writing your thesis; Research ideas and design; Literature searching and review; Choosing methods appropriate to your study; Applying for ethics approval; Knowledge transfer.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

An introduction to the main research approaches used in sociology. The course includes practical experience in developing a research program by considering research question development, research design, methods of data collection, research ethics and data analysis. Of particular interest are the strengths and weaknesses of different approaches.

Statistics are used and misused by social scientists, policy makers, and the media to describe the social world. Sociologists use statistics to understand social inequality and examine relations of power. In this course you examine the use and meaning of statistics in sociology, social policy and popular media to increase your ability to differentiate dodgy statistics from valid evidence. Note: To fulfill requirements for the Minor, Major or Honours in sociology, students may take this course or any other statistics course.

Drawing from C. Wright Mills' sociological imagination, this course builds on the foundations established in Introduction to Sociology, using Canada as its contextual field. This course explores the historical and contemporary events and movements that have shaped Canadian institutions, power structures, and ideologies. Topic may include settler colonialism, Indigeneity, national identities, and symbols, extractivism, multiculturalism, immigration, and inequality. Prerequisite: SOCI 1006.

Introduction to Sociology of Globalization explores social conditions characterized by global economic, political, cultural, and environmental interconnections and flows that cross existing political borders. Therefore, it challenges our existing conceptualization of an international world of borders and nation states. The course explores the concept of globalization and its relevance to our lives. Types of empirical topics covered include contemporary global inequalities; environmental problems; transnational communities and families; transnational migration; the effect of globalization on gender, race, ethnicity, and religion; transnational social movements; and the women's movement.

This course reviews theory and research with a focus on the social basis of deviance, deviance construction, and the consequences of social reactions to selected forms of deviance.

This course examines critical features of developing surveillance practices, including changes in privacy and identity, the integration of surveillance throughout the society, and the challenge to civil liberties that they raise,as well as resistance and opposition.

A critical analysis of various conceptual frameworks in family research, and a cross-cultural analysis of marriage and the family, both past and present is pursued. Particular attention is paid to the current developments in marriage arrangements, changes in the meaning of marriage and the family, as well as the future of the family.

A study of contemporary developments in sociological theory, focusing on major trends, their interrelationships, and controversies. Prerequisite: SOCI 2033.

In this course, students examine the social production of masculinities in North America and the impacts of these gender expressions on the lives of boys and men, and people of all genders. Students are introduced to theoretical perspectives used to understand the lives of men and boys, while examining topics such as fathering, the social construction of men's bodies, the ways the media (re)produces notions of masculinity, and sports masculinities.

This course critically examines law from various sociological perspectives, with particular reference to Canada. The course is designed to cover sociological jurisprudence and selected theories of law, as they relate to family, administrative, labour, criminal and other types of law.

This course explores the interaction between society and the body. It begins with an examination of classical and contemporary theories of the body, and then explores special issues with regard to the development of the civilized body, as well as gender, sexuality, marginalization, deviancy, chronic illness and disability.

Employing both classical and contemporary sociological perspectives, this course explores the nature of art in society by looking at how art objects are produced, distributed, and consumed. Theoretical perspectives are related to historical and contemporary examples from a range of artistic media (e.g., pictorial art, film, photography, literature, and music) to expose the interplay between art and society. The relationship between the fine arts and popular culture are examined, as well as the role of technology in the various arts.

This course explores the social construction of disease in modern medicine. We will examine the process of medicalization, focusing on the classification of human experience into disease categories; medical authority to diagnose and treat disease; the ways in which disease categories validate or invalidate experiences of illness; and the effects of being labeled as diseased. These topics are explored through sociological analyses of specific diseases, including diseases that are contested and stigmatized.

The senior seminar is a one-semester course, required for a Major degree in sociology, which is to be taken in the final year of study. The course is organized around substantive issues, with different sections devoted to different topics. The issues are addressed as puzzles or lines of inquiry that explore current concerns. Students are expected to bring the knowledge they have acquired of the competing traditions of sociological inquiry to bear on the theme. This course will be conducted as a seminar, with students taking responsibility for researching, presenting, and discussing material. Regular attendance and active participation will be emphasized. Enrolment limited to approximately 15 students in each section.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture. In addition, students are required to attend a one-hour compulsory monitor session per week.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture. In addition, students are required to attend a one-hour compulsory monitor session per week.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture. In addition, students are required to attend a one-hour compulsory monitor session per week.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture. In addition, students are required to attend a one-hour compulsory monitor session per week.

This course begins with a review of the first-year course and proceeds to include, in a progressive way, the new components of intermediate grammar. Conversation will be an essential part of the course. Vocabulary expansion will be developed through short readings. The practice of listening, speaking, writing, and reading will give students the opportunity to improve their use of the language. Audio-visual materials will reinforce the student's understanding of Hispanic Culture.

This course is the continuation of Intermediate Grammar I or its equivalent. It begins with a review of the indicative mood and then moves on to coverage of the subjunctive mood. This course will stress conversation, oral exercises, and oral presentations. Written assignments will improve the accuracy of the grammatical structures learned in the oral part of the course. Plays will sometimes be used as a part of the learning language process.

This course follows on from SPAN 2113 and continues the cultural study methods that were introduced in first term. Emphasis is again placed on reading and writing assignments. Written Spanish is developed through cultural readings drawn from selected Latin American texts. The course contains a basic research component and students will be encouraged to select and develop their own research interests.

Students will develop their reading and analyses skills by on in-depth reading of selected Latin American texts and in addition, they will improve their oral fluency studying the rhythms of Latin American poetry. Oral and written expositions on specific topics which arise from their textual analyses will reinforce the accuracy of the use of Spanish language in all its forms.

This course is a continuation of Advanced Grammar I. As in the first course, this one also aims to build on the knowledge and communicative skills that students have previously acquired with regards to the subjunctive tense. During the course of the semester, in-class activities will emphasize the practice of the past subjunctive tenses. Some structural exercises and reading activities will be used; however, the course is based on communicative activities and projects that will reinforce grammar acquisition.

This course will explore the connections between collective memory, history and culture in Argentina. It explores the cultural production of the post-dictatorship Process of National Reorganization (1976-1983) through essays, fiction, and film. These texts and films reconstruct not only history but also those identities denied by official history. We will define concepts such as official history, Other History, and collective memory in order to understand the discursive fields from which history and memory are reconstructed.

This is the introductory course to the interdisciplinary field of Women's Studies and Gender Studies. The basis of femininity, masculinity and women's inequality are examined in the context of wider social relations, including the historical subject, literary voice and the women's movement.

This is the introductory course to the interdisciplinary field of Women's Studies and Gender Studies. The basis of femininity, masculinity and women's inequality are examined in the context of wider social relations, including the historical subject, literary voice and the women's movement.

, teacher candidates examine concepts and contexts, along with best pedagogical practices for teaching Personal Wellness with middle school-aged students in public schools. The following curricular topics are investigated: Personal health and wellbeing; Human growth and development; Personal connections; and Career connected learning. Contemporary issues are discussed, along with the perspectives of current provincial curricula/ministerial documents, comparative public health research and policy, as well as educational research on wellbeing, engagement, and academic achievement. Re-imagined wellness education includes Health habits; Mis/use substances, food, and screentime; Boundaries; Mental fitness; Healthy sexuality, self-image, and sexual health; Healthy communication and emotional regulation; and Developing skills, competencies, and career pathways. Open to all teacher candidates.